Upsizing and upskilling library student assistants: Experiences from SMU libraries

• Main Authors: GOVINDAN, Sumita, LIM, Siew Khim, ONG, Vincent
• Format: text
• Language: English
• Published: Institutional Knowledge at Singapore Management University 2018
• Subjects: student assistants; asynchronous e-learning; skills based training; academic libraries; workplace literacy; Information Literacy; Library and Information Science
• Online Access: https://ink.library.smu.edu.sg/library_research/133; https://ink.library.smu.edu.sg/cgi/viewcontent.cgi?article=1137&context=library_research
• Institution: Singapore Management University

Introduction: Student Assistants (SAs) play an invaluable role at the Singapore Management University (SMU) Libraries. Investing in SAs is a win-win for both the library and students as peer-to-peer learning becomes more important. In this presentation, participants will learn how we improved the skills of the Student Assistants (SAs) in order to increase the service quality delivered at the desk and helped them acquire skills for their wider professional development. Often the first point of contact at the Library’s services desk, it is critical that SAs hired have the necessary skills and competencies needed to perform their tasks efficiently. Thus, the Library designed a training program to equip them with the skills needed to manage the services desk independently. Comprising two key components: lecture sessions and on-the-job training. The former provides the SAs with an understanding of the various library policies, library management system and its resources and the latter where they shadowed a librarian, allowing them to gain crucial work experience at the desk before being deployed solo. Objectives: While this training was a good precursor to handling desk enquiries and library operations, more could be done to improve their skills and professional image resulting in the Student Assistant Upskilling project. The objectives were: 1. To assess students’ skills and knowledge attained from the initial training program, reinforce key learning objectives and intervene where necessary 2. To improve and “upsize” their capabilities and professional image, being in line with the Library’s goal of professional development and talent management as the SAs are part of the greater library family. Methodology: The project team first identified the expected learning outcomes. These ranged from being able to conduct a simple reference interview to proper desk etiquette. IT, computer related and complex research queries were determined to be out of the scope for this project. We looked at various modes by which we could deliver this new training program. We identified a few challenges with delivery modes such as classroom or lecture style training or a complete e-learn module approach. Therefore, we decided on an asynchronous e-learning model combining elements of email, telephone and electronic resources. As evidenced by Hrastinski (2008) and Welsh et al., (2003) it allowed students the flexibility to complete the tasks and resulted in responses that were more refined and thoughtful. We devised a series of “missions” for the students to solve incorporating the various learning outcomes as clues. An element of gamification was added to the upskilling program to make it more engaging through problem-based learning. Participants will hear more details about these activities in the presentation. Outcomes and Future Recommendations: The upskilling program was piloted with a batch of newly hired SAs two months after their initial training. We gathered their feedback and further refined the program. Currently the team is developing a competency based training program to equip the SAs with not just library and information searching skills learnt in Phase I but with skills that would be useful to them when they join the workforce.